NETS - Technology Standards Teacher 1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a.promote, support, and model creative and innovative thinking and inventiveness.
b.engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c.promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d.model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
Students 1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.apply existing knowledge to generate new ideas, products, or processes.
b.create original works as a means of personal or group expression.
d.identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a.interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c.develop cultural understanding and global awareness by engaging with learners of other cultures.
d.contribute to project teams to produce original works or solve problems.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a.identify and define authentic problems and significant questions for investigation.
b.plan and manage activities to develop a solution or complete a project.
c.collect and analyze data to identify solutions and/or make informed decisions.
d.use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a.advocate and practice safe, legal, and responsible use of information and technology.
b.exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c.demonstrate personal responsibility for lifelong learning.
d.exhibit leadership for digital citizenship.
Essential Question
How can students represent the changes in their, varied, communities using technology, and what can we learn about our own community while trying to explain its changes to others, in a written essay?
Goal
The students will use technology pieces to analyze changes that have taken place, to have a better appreciation for how things change around their communities.
The students will work through Social Science classes and English classes to bring together a cohesive product that helps explain the topic of change.
Objectives
After completing the project, the students will be able to explain changes that have taken place within their lifetime
After completing the collaboration, the students will be able to discuss how change affects everyone
After completing the collaborative project the students will be able to identify change in various regions of the Country
Because of the collaboration with the other classes, the students will connect their experiences to other people around the Country
Three Classrooms' Collaboration Activity:
The three classrooms will create a digital representation of the changes in their community. Using research from various places, the internet, adults that have lived in the community as long as the students have been alive, and the local libraries/media centers. The students will compile information that they can then share collaboratively using digital media . Each student will research the topic of change, given the specific focus their teacher has defined. When they collect the appropriate research they will put the material in a digital medium, such as a PowerPoint, Animoto, Prezi, or Movie Maker, to explain to their collaborative classmates the changes that have taken place. Once each group has completed its presentation and posted it to the wiki, on the appropriate page, they will use the collaborative group's presentations to compose a Final Summative Essay. The Final Summative Essay will focus on what they have learned, about change, in all three areas from their collaborative classmates, and how those changes might be a reflection of the entire Country.
Each Classroom’s Collaboration:
The leading collaborative piece will be the wiki, and the use of the wiki. Groups in each classroom will use the wiki each day. Each group will collect heterogeneous information on a daily basis. This will allow every group’s research to become more clear to the student, for the final presentation and Final Summative Essay. Each group, in each classroom, will be in charge of creating a digital presentation, and uploading it to the wiki that for this project.Each class will use various web 2.0 tools to share the experiences of their world and the the united connection we all maintain as global citizens.Observations, first hand accounts, and emperical evidence will come to life through the use and creation of a documentary, original book, and audio blogs.Upon completion of the presentation and the uploading, each student will review presentations from the other collaborative groups. They will use this information to complete the Final Summative Assessment. The focus of that assessment will be an essay to relate the changes they have addressed, in the three collaborative areas, to the entire country.
High School Social Studies - Keith
Step by Step Instructions -for even more details please review the collaborative project details handout on the Resource Page.
Based on the Inventories, Multiple Intelligences and Learning Styles, taken by the students at the start of the semester, the teacher will group students so that each group of five has as many varieties of differentiation as possible with the class of students. (groups will have been created prior to the start of the first day of the project) Understanding the Theory of Multiple Intelligences. (2005). Early Childhood Today, 20(3), 13-15.
The teacher will list the groups, so the students can relocate with their group.
Teacher will examine the rubrics with the students, the rubric for the presentation and the rubric for the final summative essay.
The groups, three groups of five students, will make an initial post to their group's page of the wiki.
Students will research how their communities have changed since they have been alive, using at least the links provided and the census information.Students will use technology to explain the changes, using audio and visual representations of the material they discover. The students will use census maps, diagrams explaining the changes, interviews with appropriate adults, among other things, and a piece of technology to bring it all together in a presentation style for delivery to the other groups from the other classes. Students will utilize at least two , adult, people that have lived in the community as long as they have been alive, at least one should be a teacher and they should focus on how education has changed in that time period
Students will examine things like the size of the community (population density), the socioeconomic breakdown of the community, the growth (or reduction) or schools and their sizes. The links are provided in the resources. There are links to census websites that breakdown this information, and they can use other sites to zero in on the intended information
Students will use technology pieces like PowerPoint, Animote, Prezi, Movie Maker, etc... to display their creations
The students will create digital presentations to share with the collaborative classes, but will write an essay on their findings to turn in to their teacher.
Students will write an essay about what they learned, about their community, because of this project.
The students will finalize the project, and collaboration, with an essay outlining how working with the other groups, and seeing their input about change in their areas, has helped them to understand the changes in our Country.
Step by Step Instructions - for even more details please review the collaborative project details handout on the Resource Page. This project will take place over five class periods, that are ninety minutes each. There will need to be some work completed outside of the classroom. All work will be completed before the first class meeting the following week.
Day 1 - Monday The teacher will allow the students to get into their groups, as they are listed. The teacher will explain the project. The students will be told how the collaboration with the other classes will work. The class will be introduced to the wiki. There will be postings to the wiki to introduce the students, from all three classes, to one another. The initial post will, simply, be a quick introduction of the Group's information (first names only), and a brief bit of background information about them and their area. The teacher will give the students the rubric, and discuss expectations, for the assignment. The students will log on to the computers and begin researching the needed information to build the project. Wiki Time - Each group will make an initial post, consisting of an introduction and what they hope to learn from the other groups before Friday Richardson, J. E. (2010). Conceptions of learning and approaches to studying among white and ethnic minority students in distance education. British Journal of Educational Psychology, 80(4), 535-556.
Day 2 - Tuesday The students will begin putting together an outline of the information they located yesterday. The students will begin working with the web 2.0 technology they want to use to present their material. They will continue researching their information. The teacher will begin the first formative assessment, by patrolling the class and using a checklist to see how each group, of five, is progressing. The teacher is looking for at least part of each of the following to be completed. The students, at this point: should have; a) begun their research,b) identified a web 2.0 technology to use, and c) made their initial posting to the wiki. Wiki Time - Each group will answer the collaborative group's questions, and respond to their introductions
Day 3 - Wednesday Today the teacher will have several teachers, that have been in the community since the students were born, come in and talk to small groups of students about the changes they have seen in the community, educationally. The number of groups depends on the number of teachers that are available, and the time alloted for this will be no longer than forty (40) minutes. The students should be finalizing their research and starting to build their presentation. The students will need to bring all material/files to class on Thursday. Wednesday afternoon all three teachers will collaborate online (or via Skype) to create a formative assessment to be used in my class on Thursday. Five questions will be created for use on iRespond, and will cover basics from each of the three teacher's classroom projects. Wiki Time- Each group will gather information left by the collaborative groups, for use in their project Archambault, L., & Crippen, K. (2009). K--12 distance educators at work: Who's teaching online across the united states. Journal of Research on Technology in Education, 41(4), 363-391.
Day 4 - Thursday The students will begin finalizing their group/student project. They will get any assistance needed to correct issues with technology, and make sure their project will upload with no major issues. The majority of this class period should be used to finalize the building of the project. Very little, to no time, should be spent on research on this day. The second and third formative assessment will be completed on this day. Another checklist will be marked, and the teacher will be looking to see that the students have completed each of the following; a) initial post, b) web 2.0 tool utilized, c)research completed, d) two adults interviewed, e) presentation ready to be uploaded. The teacher will use the iRepond student response system to give a short five question formative quiz to the students, prior to the end of class. The teacher will use the questions created in the previous afternoon's collaborative teacher session.
Day 5 - Friday Summative Assessment -Today the students will complete the final posting of their presentation/project to their page of the wiki, and no more than thirty (30) minutes will be allotted for this. The teacher will use the Presentation Rubric to give the students a final grade on the Presentation.
Once all the projects/presentations are finalized to the wiki the Formative Assessment Essay will take place. (this essay will use the same writing rubric as the Final Summative Essay) Each student will write a reflective essay detailing the information the have collected, and how they have learned more about their own community because of this assignment. Wiki Time - Upload Project to the wiki, answer any questions your collaborative group needs to finish their portion of the project. Kirby, D., Sharpe, D., Bourgeois, M., & Greene, M. (2010). Graduates of the new learning environment a follow-up study of high school distance e-learners. Quarterly Review of Distance Education, 11(3), 161-173.
Final Summative Assessment - Wiki Time - Prior to Monday's class the students will use the information from the collaborative groups to complete the Final Summative Assessment Essay. The students must compose a Final Summative Essay Formative Assessment Strategies There will be a checklist of assignments the teacher will check as the project progresses, at least two formative progress checks during the week. There will be a quick quiz given using iRespond, student response system, for the teacher to gauge how well the students are moving through the process. Summative Assessment Strategies There will be two Summative Assignments for this project. One Summative Assessment will be the presentation the groups will build and post to the wiki. The teacher will use the Presentation Rubric to grade the students completed work. For the Final Summative Assessment the students compose an essay on what they have learned, about change, in all three areas, and how those changes might be a reflection of the entire Country. The students will complete this activity using Word, and prior to the final product the students will use Grammarly.com to check their essay. Final essays will be emailed to the teacher. This will be completed before the next class meeting, to give those students without internet access a chance to utilize the school computers.
Middle School Social Studies - Charles
Step by Step Instructions
Prior to beginning the project, students were randomly placed into groups of fives.
Day 1 Monday
1. The teacher will facilitate a short discussion on the enduring question
How does a community respond to life-altering changes in their normal routine?
2. The teacher will facilitate short discussions on
a) census, recession, natural disaster, and community involvement.
Discussion prompts may include:
How do cities emerge?
Why do vibrant cities attract the most people?
Do you think modern technology and telecommunication advances will change the way city dwellers live, work, and interact?
3. Once students have reviewed the resources, the teacher will discuss with them how they will collaborate the data with their classmates and the two other classes. Students will brainstorm in their groups how they will divide responsibilities and how best to share their personal experiences. The majority of these web 2.0 tools have been used in the past and pre-loaded tutorials on the class edmodo account to provide a refresher if needed.
Students will develop an action plan for their project
4. Students and the instructor will review rubric to be used to monitor student collaboration activities
5. Student will initial respond to discussion post on wallwisher
Intial Post What do city planners consider as they attempt to account for the needs of the people who will live in a city?
6. Students will generate a list of challenges faced by their own city in particular. Then the groups will form planning commissions to propose solutions to selected problems facing the city and present their solutions to the rest of the class. Responses will be presented in class.
7. The elected representative from each group will upload a video response to the collaborative wiki.
8. Administer informal assessment ( student conference using rubric as a guide)
Day 2 Tuesday
8. Each group will work on their culminating product of creating a documentary on how their community has responded to changes in the years since the turbulent 60's.
9. Extension activity Students will create story boards for an original book to chronicle the changes
10. The elected representative from each group will upload a video update to the collaborative wiki and will provide commentary to the responses posted by the other two classes
Administer informal assessment ( student conference using rubric as a guide) Day 3 Wednesday
11. Students will post brief summaries about what they are learning from creating and producing the documentary on wallwisher and ietherpad.
12. Extension activity Students will create a promotional guide for the citizens of the communities from the other classes
13. The elected representative from each group will upload a video update to the collaborative wiki and will provide commentary to the responses posted by the other two classes
Administer informal assessment ( student conference using rubric as a guide)
Day 4 Thursday
14. Student will take an informal assessment using turningpointanywhere to gauge their knowledge level of how humans, their society, and environment affect each other.
15.The elected representative from each group will upload a video update to the collaborative wiki and will provide commentary to the responses posted by the other two classes
Administer informal assessment ( student conference using rubric as a guide)
Day 5 Friday
16. Students will take a formative assessment.
17. Culiminating activity will be screened in the classroom and will be uploaded to collaborative wiki.
18. Students will post brief summaries about what they have learned from creating and producing the documentary on wallwisher and ietherpad.
19. Students will complete the final posting of their presentation/project to their page of the wiki, and no more than thirty (30) minutes will be allotted for this. The teacher will use the Presentation Rubric to give the students a final grade on the Presentation.
Today the students will complete the final posting of their presentation/project to their page of the wiki, and no more than thirty (30) minutes will be allotted for this. The teacher will use the Presentation Rubric to give the students a final grade on the Presentation.
The students must compose a Final Summative Essay Formative Assessment Strategies
There will be a checklist of assignments the teacher will check as the project progresses, at least two formative progress checks during the week.
There will be a quick quiz given using iRespond, student response system, for the teacher to gauge how well the students are moving through the process.
Options to be considered will be student conferences,checklist, exit card, journal entry, and wallwisher. Summative Assessment Strategies
There will be two Summative Assignments for this project. One Summative Assessment will be the presentation the groups will build and post to the wiki. The teacher will use the Presentation Rubric to grade the students completed work. For the Final Summative Assessment the students compose an essay on what they have learned, about change, in all three areas, and how those changes might be a reflection of the entire Country.
The students will complete this activity using Word, and prior to the final product the students will use Grammarly.com to check their essay. Final essays will be emailed to the teacher.
This will be completed before the next class meeting, to give those students without internet access a chance to utilize the school computers Enrichment Activities
Students will write a letter to the Chamber of Commerce outlining some suggestions to help revitalize the local economy.
Students will response to open end response prompts on the causes and possible solutions to the challenges their local economy face.
Students will consider the impact human environmental changes have had on the community and each member will post their own reflection of wallwisher and collaborative wiki..
After completing the collaboration, the students will understand that change affects everyone
After completing the collaborative project the students will be able to identify and explain change in various regions of the country
High School English - Evonie
Step by Step:
Students are introduced to the art form.
Students will Introduce the topic the ‘zine will address (changes in communication)
Students will brainstorm for ideas about their topics (Zines can be personal/creative writing or it could be writing concerning personal research
Students will conduct research on the various forms of communication.
Students will conduct research on the various forms of communication in their community.
Students will use a graphic organizer to chart the change in communication over time.
Students will use technology to compose a written account of their findings.
Students will use technology to publish and share their assignment.
Students will use a wiki to introduce themselves, upload, and respond to discussion topics.
Students will compose, edit, and collaborate in groups.
Students will interview members of their family as well as community on the changes communication has made.
Teachers will Skype to reflect upon each classrooms experience and to create and generate a unified formative assessment.
Day 1: Monday
1.Formative Assessment: Students will complete the K and W portion of a KWL chart about zines.
2.Teacher and students will discuss what the students know and what they hope to know about zines.
3.Formative Assessment: Students will complete a bubble map about what kinds of changes are noticed in their community as well as in the country.
4.Teacher and students will discuss their bubble maps.
5.Teacher and students will view a video on zines.
6.Formative Assessment: After video, teacher asks what subject matter can be found in a zine (answers should include personal and creative writing. Also personal research) (Questioning and Answering)
7.Ask students how zines are constructed (photocopied and stapled).
8.Tell students that they will each be creating a zine.
9.Tell students that they will be reading each other’s work as well as students from two other classes with different geographic locations.at the conclusion of the project.
10.Students will be broken up into small learning groups of 5. Each group member will receive a role and responsibility based on their learning style and preferences in which they will carryout throughtout the duration of this project. (Webmaster, Writer, Drawer/Artist, Correspondent, and Task Manager)Berry, G. (2011). Enhancing effectiveness of Virtual Teams. Journal of Business Communication, 48(2), 186-206, 21p; DOI: 10.1177/0021943610397270.
11.Students will understand that they will work closely with the same group number in the other two classrooms via a class wiki. Pifarre, M. & Kleine, J. (2011) Wiki-Supported Collaborative Learning in Primary Education: How a Dialogic Space Is Created for Thinking Together. International Journal of Computer Supported Collaborative Learning, 6(2), 187-205.
12.Teacher and students will view a presentation on what a wiki is.
13.While at their personal computers, the teacher will model on the LCD monitor how to naviagate through the class wiki that will be used for each classroom.
14.As a group, the webmaster will log into the class wiki and introduce themselves. In addition to introducing themselves, the group will decide what they already know about zines, the writing process, and changes in communication and what it is that they wish to learn at the end of this project while the webmaster types the responses.
Day 2: Tuesday
1.Teacher shows video again to reinforce ideas expressed in zines
2.Teacher gives students their topics for their project. (How has commincation, education, and natural features changed over the years in your community as well in other geographical locations?) Materials are made available.
3.Students begin project. Students will draft questions for the students and people they will interview and will begin researching information pertaining to their topic on the Internet as well as in their school.
4.The webmaster in each group will check the class wiki and will comment on their particular group number in each of the classrooms. In addition, the webmasters will ask each group their interview questions about their particular change in their community.
5.As a group, students will determine if their zine will include writing or graphics or both.
6.The artist in each group will sketch out a layout of each page in pencil.
Day 3: Wednesday
1.While using the LCD monitor, the teacher will review the writing process with students as they follow along on their personal computers.
2.Teacher will review a Venn diagram with students and explain its purpose for this project.
3.With the groups looking on and observing, the webmasters will obtain information from the class wiki to add to their Venn diagram. In addition, they will answer any questions posed by the other classrooms.
4.In their groups, students will begin filling out the Venn diagram with research that they conducted and obtained.
5.Students will begin composing their zines.
6.Teachers from each classroom will meet via Skype and discuss the progress of the projects as well as generate a summative assessment for each of the classrooms.Lee, P., Leung, L., Lo, V. Xiong, C., & Wu, T. (2011). Internet communication versus face-to-face interaction in quality of Life. Social Indicators Research, 100(3), 375-389.
Day 4: Thursday
1.In groups, students will begin editing and making final changes to their zines.
2.Students will prepare their zines for publication by completing all typing and drawing.
Day 5: Friday
1.Summative Assessment: Students will publish their zines by uploading them onto the class wiki for comments and review from each of the classrooms.
2.Students will present their zines to the class.
3.Students are given the opportunity to ask questions about each other’s ideas included in their zine.
4.After presentations, students will go on the class wiki and comment on the final project on their shared group number in the other classrooms.
5.Summative Assessment:The students will compose a reflection essay on the following writing prompt: What have you learned about change, in all three of the collaborative areas, and how those changes might be a reflection of the entire Country? Students will complete this activity using Word, and prior to the final product , the students will use their editing skills and Grammarly.com to check their essay. Final essays will be emailed to the teacher. This will be completed before the next class meeting, to give those students without internet access a chance to utilize the school computers.
Teacher
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a.promote, support, and model creative and innovative thinking and inventiveness.
b.engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c.promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d.model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.apply existing knowledge to generate new ideas, products, or processes.
b.create original works as a means of personal or group expression.
d.identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a.interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c.develop cultural understanding and global awareness by engaging with learners of other cultures.
d.contribute to project teams to produce original works or solve problems.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a.identify and define authentic problems and significant questions for investigation.
b.plan and manage activities to develop a solution or complete a project.
c.collect and analyze data to identify solutions and/or make informed decisions.
d.use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a.advocate and practice safe, legal, and responsible use of information and technology.
b.exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c.demonstrate personal responsibility for lifelong learning.
d.exhibit leadership for digital citizenship.
Essential Question
Goal
Objectives
- After completing the project, the students will be able to explain changes that have taken place within their lifetime
- After completing the collaboration, the students will be able to discuss how change affects everyone
- After completing the collaborative project the students will be able to identify change in various regions of the Country
- Because of the collaboration with the other classes, the students will connect their experiences to other people around the Country
Three Classrooms' Collaboration Activity:
The three classrooms will create a digital representation of the changes in their community. Using research from various places, the internet, adults that have lived in the community as long as the students have been alive, and the local libraries/media centers. The students will compile information that they can then share collaboratively using digital media . Each student will research the topic of change, given the specific focus their teacher has defined. When they collect the appropriate research they will put the material in a digital medium, such as a PowerPoint, Animoto, Prezi, or Movie Maker, to explain to their collaborative classmates the changes that have taken place. Once each group has completed its presentation and posted it to the wiki, on the appropriate page, they will use the collaborative group's presentations to compose a Final Summative Essay. The Final Summative Essay will focus on what they have learned, about change, in all three areas from their collaborative classmates, and how those changes might be a reflection of the entire Country.
Each Classroom’s Collaboration:
The leading collaborative piece will be the wiki, and the use of the wiki. Groups in each classroom will use the wiki each day. Each group will collect heterogeneous information on a daily basis. This will allow every group’s research to become more clear to the student, for the final presentation and Final Summative Essay. Each group, in each classroom, will be in charge of creating a digital presentation, and uploading it to the wiki that for this project.Each class will use various web 2.0 tools to share the experiences of their world and the the united connection we all maintain as global citizens.Observations, first hand accounts, and emperical evidence will come to life through the use and creation of a documentary, original book, and audio blogs.Upon completion of the presentation and the uploading, each student will review presentations from the other collaborative groups. They will use this information to complete the Final Summative Assessment. The focus of that assessment will be an essay to relate the changes they have addressed, in the three collaborative areas, to the entire country.
High School Social Studies - Keith
Step by Step Instructions -for even more details please review the collaborative project details handout on the Resource Page.Based on the Inventories, Multiple Intelligences and Learning Styles, taken by the students at the start of the semester, the teacher will group students so that each group of five has as many varieties of differentiation as possible with the class of students. (groups will have been created prior to the start of the first day of the project) Understanding the Theory of Multiple Intelligences. (2005). Early Childhood Today, 20(3), 13-15.
Step by Step Instructions - for even more details please review the collaborative project details handout on the Resource Page.
This project will take place over five class periods, that are ninety minutes each. There will need to be some work completed outside of the classroom. All work will be completed before the first class meeting the following week.
Day 1 - Monday
The teacher will allow the students to get into their groups, as they are listed. The teacher will explain the project. The students will be told how the collaboration with the other classes will work. The class will be introduced to the wiki. There will be postings to the wiki to introduce the students, from all three classes, to one another. The initial post will, simply, be a quick introduction of the Group's information (first names only), and a brief bit of background information about them and their area. The teacher will give the students the rubric, and discuss expectations, for the assignment. The students will log on to the computers and begin researching the needed information to build the project.
Wiki Time - Each group will make an initial post, consisting of an introduction and what they hope to learn from the other groups before Friday
Richardson, J. E. (2010). Conceptions of learning and approaches to studying among white and ethnic minority students in distance education. British Journal of Educational Psychology, 80(4), 535-556.
Day 2 - Tuesday
The students will begin putting together an outline of the information they located yesterday. The students will begin working with the web 2.0 technology they want to use to present their material. They will continue researching their information. The teacher will begin the first formative assessment, by patrolling the class and using a checklist to see how each group, of five, is progressing. The teacher is looking for at least part of each of the following to be completed. The students, at this point: should have; a) begun their research,b) identified a web 2.0 technology to use, and c) made their initial posting to the wiki.
Wiki Time - Each group will answer the collaborative group's questions, and respond to their introductions
Day 3 - Wednesday
Today the teacher will have several teachers, that have been in the community since the students were born, come in and talk to small groups of students about the changes they have seen in the community, educationally. The number of groups depends on the number of teachers that are available, and the time alloted for this will be no longer than forty (40) minutes. The students should be finalizing their research and starting to build their presentation. The students will need to bring all material/files to class on Thursday.
Wednesday afternoon all three teachers will collaborate online (or via Skype) to create a formative assessment to be used in my class on Thursday. Five questions will be created for use on iRespond, and will cover basics from each of the three teacher's classroom projects.
Wiki Time- Each group will gather information left by the collaborative groups, for use in their project
Archambault, L., & Crippen, K. (2009). K--12 distance educators at work: Who's teaching online across the united states. Journal of Research on Technology in Education, 41(4), 363-391.
Day 4 - Thursday
The students will begin finalizing their group/student project. They will get any assistance needed to correct issues with technology, and make sure their project will upload with no major issues. The majority of this class period should be used to finalize the building of the project. Very little, to no time, should be spent on research on this day. The second and third formative assessment will be completed on this day. Another checklist will be marked, and the teacher will be looking to see that the students have completed each of the following; a) initial post, b) web 2.0 tool utilized, c)research completed, d) two adults interviewed, e) presentation ready to be uploaded. The teacher will use the iRepond student response system to give a short five question formative quiz to the students, prior to the end of class. The teacher will use the questions created in the previous afternoon's collaborative teacher session.
Day 5 - Friday
Summative Assessment -Today the students will complete the final posting of their presentation/project to their page of the wiki, and no more than thirty (30) minutes will be allotted for this. The teacher will use the Presentation Rubric to give the students a final grade on the Presentation.
Once all the projects/presentations are finalized to the wiki the Formative Assessment Essay will take place. (this essay will use the same writing rubric as the Final Summative Essay)
Each student will write a reflective essay detailing the information the have collected, and how they have learned more about their own community because of this assignment.
Wiki Time - Upload Project to the wiki, answer any questions your collaborative group needs to finish their portion of the project.
Kirby, D., Sharpe, D., Bourgeois, M., & Greene, M. (2010). Graduates of the new learning environment a follow-up study of high school distance e-learners. Quarterly Review of Distance Education, 11(3), 161-173.
Final Summative Assessment -
Wiki Time - Prior to Monday's class the students will use the information from the collaborative groups to complete the Final Summative Assessment Essay.
The students must compose a Final Summative Essay
Formative Assessment Strategies
There will be a checklist of assignments the teacher will check as the project progresses, at least two formative progress checks during the week.
There will be a quick quiz given using iRespond, student response system, for the teacher to gauge how well the students are moving through the process.
Summative Assessment Strategies
There will be two Summative Assignments for this project. One Summative Assessment will be the presentation the groups will build and post to the wiki. The teacher will use the Presentation Rubric to grade the students completed work. For the Final Summative Assessment the students compose an essay on what they have learned, about change, in all three areas, and how those changes might be a reflection of the entire Country.
The students will complete this activity using Word, and prior to the final product the students will use Grammarly.com to check their essay. Final essays will be emailed to the teacher.
This will be completed before the next class meeting, to give those students without internet access a chance to utilize the school computers.
Middle School Social Studies - Charles
Step by Step Instructions
Prior to beginning the project, students were randomly placed into groups of fives.
Day 1 Monday
1. The teacher will facilitate a short discussion on the enduring question
How does a community respond to life-altering changes in their normal routine?
2. The teacher will facilitate short discussions on
a) census, recession, natural disaster, and community involvement.
Discussion prompts may include:
How do cities emerge?
Why do vibrant cities attract the most people?
Do you think modern technology and telecommunication advances will change the way city dwellers live, work, and interact?
3. Once students have reviewed the resources, the teacher will discuss with them how they will collaborate the data with their classmates and the two other classes. Students will brainstorm in their groups how they will divide responsibilities and how best to share their personal experiences. The majority of these web 2.0 tools have been used in the past and pre-loaded tutorials on the class edmodo account to provide a refresher if needed.
Students will develop an action plan for their project
4. Students and the instructor will review rubric to be used to monitor student collaboration activities
5. Student will initial respond to discussion post on wallwisher
Intial Post What do city planners consider as they attempt to account for the needs of the people who will live in a city?
6. Students will generate a list of challenges faced by their own city in particular. Then the groups will form planning commissions to propose solutions to selected problems facing the city and present their solutions to the rest of the class. Responses will be presented in class.
7. The elected representative from each group will upload a video response to the collaborative wiki.
8. Administer informal assessment ( student conference using rubric as a guide)
Day 2 Tuesday
8. Each group will work on their culminating product of creating a documentary on how their community has responded to changes in the years since the turbulent 60's.
9. Extension activity Students will create story boards for an original book to chronicle the changes
10. The elected representative from each group will upload a video update to the collaborative wiki and will provide commentary to the responses posted by the other two classes
Administer informal assessment ( student conference using rubric as a guide)
Day 3 Wednesday
11. Students will post brief summaries about what they are learning from creating and producing the documentary on wallwisher and ietherpad.
12. Extension activity Students will create a promotional guide for the citizens of the communities from the other classes
13. The elected representative from each group will upload a video update to the collaborative wiki and will provide commentary to the responses posted by the other two classes
Administer informal assessment ( student conference using rubric as a guide)
Day 4 Thursday
14. Student will take an informal assessment using turningpointanywhere to gauge their knowledge level of how humans, their society, and environment affect each other.
15.The elected representative from each group will upload a video update to the collaborative wiki and will provide commentary to the responses posted by the other two classes
Administer informal assessment ( student conference using rubric as a guide)
Day 5 Friday
16. Students will take a formative assessment.
17. Culiminating activity will be screened in the classroom and will be uploaded to collaborative wiki.
18. Students will post brief summaries about what they have learned from creating and producing the documentary on wallwisher and ietherpad.
19. Students will complete the final posting of their presentation/project to their page of the wiki, and no more than thirty (30) minutes will be allotted for this. The teacher will use the Presentation Rubric to give the students a final grade on the Presentation.
Today the students will complete the final posting of their presentation/project to their page of the wiki, and no more than thirty (30) minutes will be allotted for this. The teacher will use the Presentation Rubric to give the students a final grade on the Presentation.
The students must compose a Final Summative Essay
Formative Assessment Strategies
There will be a checklist of assignments the teacher will check as the project progresses, at least two formative progress checks during the week.
There will be a quick quiz given using iRespond, student response system, for the teacher to gauge how well the students are moving through the process.
Options to be considered will be student conferences,checklist, exit card, journal entry, and wallwisher.
Summative Assessment Strategies
There will be two Summative Assignments for this project. One Summative Assessment will be the presentation the groups will build and post to the wiki. The teacher will use the Presentation Rubric to grade the students completed work. For the Final Summative Assessment the students compose an essay on what they have learned, about change, in all three areas, and how those changes might be a reflection of the entire Country.
The students will complete this activity using Word, and prior to the final product the students will use Grammarly.com to check their essay. Final essays will be emailed to the teacher.
This will be completed before the next class meeting, to give those students without internet access a chance to utilize the school computers
Enrichment Activities
Students will write a letter to the Chamber of Commerce outlining some suggestions to help revitalize the local economy.
Students will response to open end response prompts on the causes and possible solutions to the challenges their local economy face.
Students will consider the impact human environmental changes have had on the community and each member will post their own reflection of wallwisher and collaborative wiki..
After completing the collaboration, the students will understand that change affects everyone
After completing the collaborative project the students will be able to identify and explain change in various regions of the country
High School English - Evonie
Step by Step:
Students are introduced to the art form.
Students will Introduce the topic the ‘zine will address (changes in communication)
Students will brainstorm for ideas about their topics (Zines can be personal/creative writing or it could be writing concerning personal research
Students will conduct research on the various forms of communication.
Students will conduct research on the various forms of communication in their community.
Students will use a graphic organizer to chart the change in communication over time.
Students will use technology to compose a written account of their findings.
Students will use technology to publish and share their assignment.
Students will use a wiki to introduce themselves, upload, and respond to discussion topics.
Students will compose, edit, and collaborate in groups.
Students will interview members of their family as well as community on the changes communication has made.
Teachers will Skype to reflect upon each classrooms experience and to create and generate a unified formative assessment.
Day 1: Monday
1.Formative Assessment: Students will complete the K and W portion of a KWL chart about zines.
2.Teacher and students will discuss what the students know and what they hope to know about zines.
3.Formative Assessment: Students will complete a bubble map about what kinds of changes are noticed in their community as well as in the country.
4.Teacher and students will discuss their bubble maps.
5.Teacher and students will view a video on zines.
6.Formative Assessment: After video, teacher asks what subject matter can be found in a zine (answers should include personal and creative writing. Also personal research) (Questioning and Answering)
7.Ask students how zines are constructed (photocopied and stapled).
8.Tell students that they will each be creating a zine.
9.Tell students that they will be reading each other’s work as well as students from two other classes with different geographic locations.at the conclusion of the project.
10.Students will be broken up into small learning groups of 5. Each group member will receive a role and responsibility based on their learning style and preferences in which they will carryout throughtout the duration of this project. (Webmaster, Writer, Drawer/Artist, Correspondent, and Task Manager)Berry, G. (2011). Enhancing effectiveness of Virtual Teams. Journal of Business Communication, 48(2), 186-206, 21p; DOI: 10.1177/0021943610397270.
11.Students will understand that they will work closely with the same group number in the other two classrooms via a class wiki. Pifarre, M. & Kleine, J. (2011) Wiki-Supported Collaborative Learning in Primary Education: How a Dialogic Space Is Created for Thinking Together. International Journal of Computer Supported Collaborative Learning, 6(2), 187-205.
12.Teacher and students will view a presentation on what a wiki is.
13.While at their personal computers, the teacher will model on the LCD monitor how to naviagate through the class wiki that will be used for each classroom.
14.As a group, the webmaster will log into the class wiki and introduce themselves. In addition to introducing themselves, the group will decide what they already know about zines, the writing process, and changes in communication and what it is that they wish to learn at the end of this project while the webmaster types the responses.
Day 2: Tuesday
1.Teacher shows video again to reinforce ideas expressed in zines
2.Teacher gives students their topics for their project. (How has commincation, education, and natural features changed over the years in your community as well in other geographical locations?) Materials are made available.
3.Students begin project. Students will draft questions for the students and people they will interview and will begin researching information pertaining to their topic on the Internet as well as in their school.
4.The webmaster in each group will check the class wiki and will comment on their particular group number in each of the classrooms. In addition, the webmasters will ask each group their interview questions about their particular change in their community.
5.As a group, students will determine if their zine will include writing or graphics or both.
6.The artist in each group will sketch out a layout of each page in pencil.
Day 3: Wednesday
1.While using the LCD monitor, the teacher will review the writing process with students as they follow along on their personal computers.
2.Teacher will review a Venn diagram with students and explain its purpose for this project.
3.With the groups looking on and observing, the webmasters will obtain information from the class wiki to add to their Venn diagram. In addition, they will answer any questions posed by the other classrooms.
4.In their groups, students will begin filling out the Venn diagram with research that they conducted and obtained.
5.Students will begin composing their zines.
6.Teachers from each classroom will meet via Skype and discuss the progress of the projects as well as generate a summative assessment for each of the classrooms.Lee, P., Leung, L., Lo, V. Xiong, C., & Wu, T. (2011). Internet communication versus face-to-face interaction in quality of Life. Social Indicators Research, 100(3), 375-389.
Day 4: Thursday
1.In groups, students will begin editing and making final changes to their zines.
2.Students will prepare their zines for publication by completing all typing and drawing.
Day 5: Friday
1.Summative Assessment: Students will publish their zines by uploading them onto the class wiki for comments and review from each of the classrooms.
2.Students will present their zines to the class.
3.Students are given the opportunity to ask questions about each other’s ideas included in their zine.
4.After presentations, students will go on the class wiki and comment on the final project on their shared group number in the other classrooms.
5.Summative Assessment:The students will compose a reflection essay on the following writing prompt: What have you learned about change, in all three of the collaborative areas, and how those changes might be a reflection of the entire Country? Students will complete this activity using Word, and prior to the final product , the students will use their editing skills and Grammarly.com to check their essay. Final essays will be emailed to the teacher. This will be completed before the next class meeting, to give those students without internet access a chance to utilize the school computers.